Distance Education Experience Research Articles

The development and evaluation of an online journal club: perspectives from student participants and practitioners

ABSTRACT The coronavirus pandemic which began during the 2019/2020 academic calendar has had a significant impact on many educational providers. The Open University, UK, the largest distance tertiary provider in Europe, is ideally placed to share its experience in online and distance education. This paper outlines the use of the Online Journal Club (OJC) as a mechanism for increasing student ownership of learning within the context of an online academic community. OJCs provide an informal, low-risk environment for students to share topics of interest with fellow students, whilst practitioners step back from their traditional roles. Our findings indicate that OJCs provide an enriching and authentic experience for distance learning students, developing academic and employability skills, including digital and information literacy and communication skills. Furthermore, OJCs can act as a potentially transformative experience for practitioners.

The effect of midwifery students’ changing life conditions and e-learning experiences on the state of their anxiety and hopelessness during the Covid-19 pandemic

Background: Giving the existing formal education through the internet without a planned transition to distance educationnegatively affected the learning processes of the students.
 Objectives: The study aims to identify the midwifery students’ changing life conditions and e- learning experiences on the stateof their anxiety and hopelessness during the Covid-19 pandemic.
 Methods: Designed as cross-sectional research, the study was performed with the participation of 1,296 midwifery undergraduatestudents. The survey form comprised of questions that explored the students’ demographic characteristics, life conditionschanging during the Covid-19 pandemic and distance education experiences, the Generalized Anxiety Disorder Scale-7, and theBeck Hopelessness Scale were used in the data collection.
 Findings: It was discerned that, of the participant midwifery students, 55.2% spent the period of the pandemic in the provincecenter, 51.7% used smartphones to have access to the distance education, 50.3% had trouble in following up the coursesdue to the limited computer and internet access, 63.5% failed to follow up the courses because of the infrastructure problemsrelated to the distance education. It was found that, of the participant midwifery students, 54.6% exhibited anxiety symptomsand 26.3% had hopelessness symptoms. It was identified that having trouble in following up the courses increased anxiety by1.438 times (CI:1.103-1.875) and hopelessness by 1.980 times (CI:1.459-2.687), having tensions in the family relations increasedanxiety by 2.362 times (CI:1.780-3.134) and hopelessness by 1.789 times (CI:1.235-2.594), and having psychological support foranxiety and worry increased anxiety by 2.914 times (CI:2.208-3.8477) and hopelessness by 1.875 times (CI:1.083-3.247). It wasascertained that hopelessness increased anxiety by 2.878 times (CI:2.075-3.991) whilst anxiety increased hopelessness by 2.755times (CI:1.985-3.823) (p<0.05).
 Conclusion: As well as the Covid-19 pandemic, health, social life, and economic changes; the digital separation that accompaniesdistance education also affects the students’ mental health. Solving the technical problems experienced in distance education,facilitating the follow-up of the courses, and equipping the midwifery students with problem-solving and coping skills willbe useful for reducing the midwifery students’ hopelessness and anxiety levels.
 Keywords: Midwife; anxiety; pandemics.

An Assessment on the Experiences of Distance Education of Students at Veterinary Faculty of Ankara University

This study aimed to evaluate the perspectives of Ankara University Faculty of Veterinary Medicine students towards distance education. Data were collected from 591 students with a 24-question survey. According to the data, many students often encountered various technological problems and barriers due to lack of infrastructure during the courses. On the other hand, students with comfortable living environments had a more optimistic view of distance education. Having prior experience in distance education had a positive effect on the class participation rate. The frequency of participation in the courses was higher and the frequency of asking questions to the lecturers was lower in first graders. First graders mostly disagreed with the view that distance education provides effective learning or stated that they were undecided. Third and fourth year students did not consider distance education as disadvantageous. While it was seen that many students prefer face-to-face education, the presence of a group of students who want to continue distance education was also noteworthy. In conclusion, physical, technological and temporal flexibility can be seen as one of the strengths of the distance education. The difficulty of accessing the course due to the lack of technological infrastructure is seen as a major disadvantage of this method. Although it has seen that students generally preferred face-to-face education, the existence of a group of students who wanted to continue distance education and reported that the method has some advantages is also remarkable. It can be considered that living in favorable conditions is positively related to students' ability to benefit from distance education.

TECHNOPHOBIA, MOTIVATION, AND ACADEMIC ACHIEVEMENT IN DISTANCE LEARNING FOR GRADE 6 STUDENTS IN ABU DHABI, UNITED ARAB EMIRATES

Background and Purpose: Limited research has explored the perceptions of technology use in distance learning education among grade six students and its potential influence on academic achievement. Addressing this gap, this study aims to investigate the relationship between technophobia, motivation and academic achievement in the context of distance learning for sixth-grade students in Abu Dhabi, United Arab Emirates.
 Methodology: Data were collected through a questionnaire distributed among grade six students in Abu Dhabi resulting in 399 responses. The respondent pool comprised 173 female students and 269 male students. The collected data underwent analysis using both SPSS and Structural Equation Model through SMART-PLS.
 
 Findings: The study found that technophobia negatively impacts students’ academic achievement in distance learning, while motivation positively affects technophobia and academic achievement in distance learning.
 
 Contributions: The findings provide insights for educational stakeholders, teachers, and leaders in the Ministry of Education to develop policies and support students in their distance education experience.
 Keywords: Technophobia, motivation, distance learning, educational technologies, academic achievement.
 
 Cite as: Arabi, N., Ismail, W. M., & Hutagalung, F. D. (2024). Technophobia, motivation and academic achievement in distance learning for grade 6 students in Abu Dhabi, United Arab Emirates. Journal of Nusantara Studies, 9(1), 345-367. http://dx.doi.org/10.24200/jonus.vol9iss1pp345-367

Особливості підготовки менеджерів в період дії воєнного стану

Today's main task is to preserve the life and health of everyone who resides, lives, works and studies in Ukraine. In the conditions of the war, the Ukrainian education system underwent many different transformations, as the situation in the country constantly required its adaptation to the extraordinary circumstances and needs of society. The purpose of the article is to reveal the peculiarities of the training of managers during the period of martial law. The transformational processes in the field of professional education in martial law conditions were characterized. The accumulated experience of distance education, which was obtained during the pandemic and can be useful in military operations period, was evaluated. It was found that the experience of using distance education provides valuable lessons regarding the organization of effective training of higher education students in conditions of limited opportunities. This experience can be an important reserve for a reliable and effective education system in difficult circumstances such as wartime. Inclusive education is of particular importance in the conditions of martial law and the post-war period. Inclusive education for injured persons provides an opportunity for quality education and contributes to their full social inclusion and sense of self-worth. Such an education emphasizes the capabilities of each person, not limitations. Based on the research results, the professional competencies of managers were proposed, which are based on the principles that allow the professional qualities of future managers to be formed, taking into account the challenges of wartime. The training of future managers must consider the complex and tragic challenges of today, and this involves quick adaptation to changes, profound social responsibility, a global view of international challenges, resource efficiency and rationality when making decisions, and effective crisis management skills. These traits will help future leaders at all levels to be competent and effective in solving our society's most complex challenges.

Sağlık Bilimleri Öğrencilerinin COVID-19 Pandemisi Sürecinde Uzaktan Eğitim Deneyimleri: Bir Anket Çalışması

Aim: This study aimed to evaluate distance education experience by health science students during COVID-19 pandemic in relation to sociodemographic factors. Methods: A total of 192 health science students having distance education during pandemic via a live lesson system were included in this questionnaire-based survey. The online questionnaire form elicited items on participant characteristics, and personal opinions and experience on distance education, which were evaluated overall and with respect to gender, university (state vs. foundation) and place of residence (urban vs. rural) subgroups. Results: Only 38.0% and 22.4% of students considered distance education to be sufficient for theory-based and practical-based courses, respectively. Distance education was considered less advantageous than on-campus education in terms of focusing the practical-based courses by 55.2% of students, and to be less effective in terms of gaining knowledge by 45.8%. Ability to record and later access to live lectures (61.5%, more commonly by males and for urban location) and pacing options (29.2%, more commonly by females and for rural location) were the most commonly reported advantages of distance education, while the most commonly reported disadvantages were technical problems (33.9%, more commonly for foundation universities and rural location), need for strong self-motivation/discipline (33.3%, more commonly for state universities and rural location) and lesser learning efficiency (29.2%, more commonly by females). Most of the students reported problems in regularly following the practical-based live courses (62.0%) and difficulties with following live courses due to limited personal access to a computer and the internet (82.8%). Distance education was considered less advantageous than on-campus education in terms of focusing the practical-based courses by 55.2% of students, and to be less effective in terms of gaining knowledge by 45.8%. Conclusions: Our findings revealed that distance education experience during the COVID-19 pandemic was considered not satisfactory, particularly for practical-based courses, by most health science students. Technical and infrastructural resources, the compatibility of content and learning materials with the purpose of the course and the teaching skills and compliance of the instructors were considered as the major challenges in distance education, while the ability to record and later access to live lectures and pacing options were the main advantages of distance education.

Analysis of Learning Material Quality and Teacher-Student Interaction on Learning Achievement and Student Satisfaction Level in Distance Education in Indonesia

Distance education in Indonesia has become a pivotal mode of learning, especially in the context of diverse geographical regions and the need for flexible educational opportunities. This study aims to analyze the impact of learning material quality and teacher-student interaction on learning achievement and student satisfaction levels in the Indonesian distance education landscape. A quantitative approach was employed to collect and analyze data from a diverse sample of distance education students. The study employed structural equation modeling (SEM) and various statistical tests to evaluate the relationships between key variables. The findings revealed strong relationships between learning material quality, student-teacher interaction, learning achievement, and student satisfaction levels. Notably, higher learning material quality was associated with improved learning achievement and student satisfaction. Positive student-teacher interactions also correlated with better learning achievement and increased student satisfaction levels. The results underscore the significance of investing in the quality of distance education materials and fostering positive interactions between students and teachers. These insights can inform educational policies and practices aimed at enhancing the distance education experience in Indonesia.

Investigation into Pre-service Teachers' Perceptions of Distance Education in the Context of Their Future Profession

The objective of this research is to assess whether the distance education experiences of pre-service teachers currently undergoing higher education differ according to specific variables. These variables relate to the distance education processes instituted following the COVID-19 pandemic and the earthquakes that took place in Maraş and Elbistan on February 6, 2023. The study also endeavors to discern the impact of distance education on pre-service teachers' attitudes toward the teaching profession. Employing a mixed methodology, the research engaged a sample of 300 students from varying departments at Kırşehir Ahi Evran University during the 2022–2023 academic year, all of whom were participating in pedagogical formation courses via distance education. The quantitative data for the research was compiled using the "Pre-service Teachers' Perception of Distance Education Scale" developed by Gündüz (2013). Additionally, qualitative data was gathered from 50 volunteer pre-service teacher students engaged in pedagogical formation education using a semi-structured interview form designed by the researcher. An analysis of pre-service teachers' attitudes toward distance education and their chosen profession was conducted based on data derived from the scale. Quantitative data was processed with SPSS 25, while qualitative data was analyzed via the MAXQDA 2020 program. Quantitative analysis revealed that pre-service teachers' perceptions of distance education did not significantly differ in relation to gender, personal computer ownership, or field of study. However, differences were observed in relation to their internet connection status. Qualitative analysis generated sub-themes under the Distance Education theme, such as the Student in Distance Education and the Features of Distance Education.

Evaluation of Higher Education Students' Distance Education Experiences during and After the Pandemic Period

In the study, it was aimed to evaluate the distance education activities of university students during and after the pandemic period. For this purpose, a survey model, a quantitative research method, was used. To evaluate the distance education attitudes of the students, the 15-item "Distance Education Evaluation Scale" was applied to 524 students during the pandemic period and 1095 students after the pandemic. The data obtained were analyzed using both descriptive and predictive methods. As a result the analysis observed a significant difference between the groups in terms of variables such as the units where the students studied, their educuation levels, class levels, gender, and age groups. However, when the scores of the students with distance education experience and the students without experience were compared, no statistically significant difference was found between the groups. As a result, it is suggested that new studies should be carried out to develop innovative methods in order to improve distance education evaluation scores of students and to make more effective and interesting distance education activities. In addition, it is recommended to carry out new studies, including different provinces with the transition of educational activities after the natural disasters such as earthquakes to emergency distance education.

Positive experiences of distance education from the perspective of primary school pupils, grades I–III

The article refers to a broader research project on how the COVID-19 pandemic affected everyday school life during distance education in grades I–III of primary school. The empirical data collected in 2021 were based on focus interviews with pupils in six primary schools. In our quantitative analysis of the data, we concentrated on the pupils whose experiences of distance learning during the pandemic were perceived – by the pupils – as positive. These experiences were primarily the effect of students being in a comfortable home and virtual space. In both spaces, compared to education within the walls of a school, firstly, students had a wider range of different activities possible to undertake, and secondly, the teacher’s directive nature in the learning process was limited. As a result, conditions were created for the formation of student agency and autonomy, while at the same time posing as learning, hiding from the teacher, or “pretending” to fulfill school duties.

The implementation of supplementary e-learning tools: analyzing the complexities of student challenges with podcasts and vodcasts in distance learning

ABSTRACT This article aimed to understand how students in distance education experience challenges with e-learning tools in their learning. Specifically, it aimed to identify challenges students experienced with the implementation of podcasts and vodcasts and how lecturers responded to these challenges. The research context for the article is an Academic Writing module at one South African open distance e-learning university. The study made use of a qualitative phenomenological research design to gather in-depth insights about the problem and generate new ideas for research. Data was collected through focus group discussions with first-year students and semi-structured email interviews with lecturers and was analysed using Moore’s theory of transactional distance. The findings were analysed thematically and revealed that transactional distance is a probability as novice lecturers initially recorded podcasts and vodcasts that were too long, and first-year students experience many challenges when accessing podcasts and vodcasts. As a result, the distance between students and their content and students and their lecturers may be widened. The data further revealed that lecturers see podcasting and vodcasting as a means to an end and not as a process that requires continuous reflection. The article concludes by suggesting recommendations to support students in distance higher education institutions.

Comparison of Instructors' Experiences in Distance Education and Face-to-Face Education Processes

The aim of the study is to reveal the experiences of lecturers regarding this phenomenon in the process of transition to distance education due to the Covid-19 pandemic and to compare these experiences with face-to-face education. For this purpose, a phenomenological design, which is a method of qualitative research, was used in the study, and semi-structured interviews were conducted with 18 lecturers. The interviews were subjected to content analysis and as a result of the analysis, the lecturers' views on distance education were revealed. The lecturers evaluated distance education negatively because of limited interaction, lack of communication, insufficient technological tools and equipment, technical infrastructure problems, measurement and evaluation not reflecting the reality, and this education model is not suitable for applied courses. In the distance education process, there were differences compared to face-to-face education in the general teaching of the course, the methods and techniques used, the activity of the stakeholders, the time used for a course and the completion of the content of the course planned until the end of the semester. The advantages of face-to-face education were listed as the ease of involving students in the course process, the fact that validity and reliability reflect the reality, and the ease of interaction and communication.

Distance education in the education system of European Union countries

The article describes the experience of distance education in the education system of the countries of the European Union for the introduction of a new innovative level of education quality in the European dimension. The main characteristics of distance education are highlighted: learning at an individual pace, in a convenient format, in any city, at a convenient time; flexible pedagogical and educational frameworks that respond sensitively to internal and external changes; consideration by education of students' ability levels, various learning styles, interests, needs, and experience. Various technological tools of modern distance education and the main possibilities of intensive development of distance education in the education system of the European Union countries are considered. The role of the European Association of Distance Learning Universities is shown. The requested educational projects within the framework of the Erasmus+ program was analyzed. The regimes in which distance education can be carried out in the education system of the countries of the European Union are listed.

UNFU Sustainable Management in the Conditions of Post-Pandemic and War Times in Ukraine

Ukrainian National Forestry University (UNFU) is the leader of UI GreenMetric World University Rankings in Ukraine during 2018-2021. The key success factor is sustainable education and research. The paper discusses UNFU projects and programs which are an important part of the related to sustainability activities at the regional and state level. As a result of leadership, UNFU became a participant in the V4 Green Universities project (2020-2021), financed by the Visegrad Fund. This paper presents the main aspects of cooperation between UNFU and European universities. In particular, with the University for Sustainable Development Eberswalde (Germany), the “Green Project Development and Management” training course was developed and introduced into educational programs, which allows students to search for relevant funding programs, remotely develop and manage green projects. Measures to preserve the traditions of sustainable education and research by our University in the conditions of military aggression of the Russian Federation on the territory of Ukraine are highlighted, for the implementation of which the experience of distance and mixed education gained during the pandemic remains extremely relevant. In addition, taking into account the profile of our University, we present the results of scientific cooperation of UNFU with authorities and forestry and woodworking industry: provision of ecological wooden housing for internally displaced persons; study of the impact of military operations on the state and prospects of the development of forestry in Ukraine; determination of priorities for the development of the forest sector of Ukraine in the conditions of martial law.

Experience of Distance Education in General Secondary Education Institutions of Ukraine

Experience of Distance Education in General Secondary Education Institutions of Ukraine

Evaluation of the distance education experience (Rawdati platform) in light of a pandemic Corona from the point of view of kindergarten teachers and parents

Evaluate the experience Distance Learning (Rawdati platform) on kindergarten children during Corona pandemic: Perspective of the Teachers and Parents. This study aims to evaluate the experience of distance education (Rawdati platform) during the Corona pandemic from the point of view of kindergarten (65) teachers and (280) parents، as well as knowing the advantages and challenges. Mixed research method (quantitative and qualitative) ، a questionnaire and an interview were used to answer the study questions. One of the most important results is that kindergarten teachers and parents agree to a moderate degree on the success of the distance learning experience through the Rawdati platform. Another important result is the presence of statistically significant difference between the views of kindergarten teachers and parents، on evaluating the distance education experience, which is in favor of kindergarten teachers. The study also confirms that there are no statistically significant differences in the response of kindergarten teachers concerning the number of children in the class. Also، there are no statistically significant differences in the response of parents of children about the evaluation of the distance education experience level due to the gender variable and the educational level of the parents. The study also concludes with the most prominent advantages of distance education that distance education encourages children to use modern technology for self-learning and browsing for information. The most prominent challenges faced by kindergarten teachers and parents during distance education are the low level of child absorption in distance education. They also expressed the view that evaluation through the platform does not reflect the real level of the child such as the difficulty of accessing digital content in the (Rawdati) platform also (Rawdati) platform time is not appropriate for the family. The study also presents some recommendations and suggestions.

COVID-19 Pandemisinde Hemşirelik Son Sınıf Lisans Öğrencilerinin Uzaktan Eğitim ve Mesleki Bakış Açıları

Aim: The implementation of nursing education with a distance education model and the aggravation of the working conditions in the clinic may affect the professional point of view of student nurses during COVID-19 pandemic. Thus, this study was conducted with a qualitative research design to investigate the reflections of COVID-19 on the distance education and professional perspective of undergraduate senior nursing students. 
 Material and Methods: This research was conducted with a qualitative research design based on the phenomenological approach. The sample size was determined according to data saturation, and data were collected from 20 nursing senior-level undergraduate students. The research data were collected using the Semi-Structured Qualitative Data Form prepared by the researchers. Researchers used the Colaizzi method in data analysis. The data regarding the interviews were transcribed by both researchers separately MAXQDA 11.0 qualitative data analysis software was used, and the codes, themes, and categories were determined.
 Results: The themes determined from the reflections of the senior level undergraduate nursing students on distance education and professional perspectives are [1] emotional states, [2] educational life, [3] occupational readiness, and [4] opinions about the nursing profession.
 Conclusion: Our study provides a deep insight into the professional perceptions, feelings, opinions, distance education experiences, and professional perspectives of distance education nursing students who will graduate during the COVID-19 pandemic. The data obtained in the present study will help nursing students identify the areas of need related to professional readiness and the difficulties in their education.

Distance Education Experiences of Formal Child Development Undergraduate Students in the COVID-19 Pandemic Process

The purpose of the current study is to examine the distance education experiences of students who are receiving formal undergraduate education in the field of child development at public and private universities in Türkiye during the coronavirus (COVID-19) pandemic. The convergent parallel design, one of the mixed method designs, was used in the study. In March-April 2021, when the data were collected, 788 students who continued their formal child development undergraduate education through distance education due to the pandemic were included in the quantitative dimension and 11 students were included in the qualitative dimension of the study. Due to the measures taken during the pandemic, quantitative data were collected through online form and qualitative data were collected through online interviews. It was determined that the students benefited from distance education the most in terms of theoretical knowledge and the least in terms of professional practice skills, that the students’ general satisfaction level with distance education was 4.55±2.75 on a numerical rating scale during the pandemic and that the vast majority of the students demanded that all courses be face-to-face, while 5.1% demanded that all courses be through distance education after the pandemic. The reported distance education experiences are part of the temporary adaptation process in an extraordinary situation such as a pandemic. After the pandemic, efforts should be continued to make distance education more qualified by determining the needs for applied fields with such studies.

Experiences of Educators in Undergraduate and Postgraduate Medical Education in COVID-19 Pandemic: A Qualitative Study

Aim: Since the beginning of the COVID-19 pandemic, medical faculties have been trying to adapt their program, their students and educators, which are the main components of education, to new and rapidly changing conditions. For this reason, this study aims to investigate medical educators’ point of view about the effects of pandemic on undergraduate and graduate medical education, and their experiences during the pandemic.
 Methods: It is a basic qualitative study. The study was carried out with the participation of a total of 13 medical educators, 4 from basic sciences, 6 from internal sciences and 3 from surgical sciences, at Hacettepe and Akdeniz University Faculty of Medicine, between October and November 2020. In-depth individual interviews were conducted with the participants and the findings were evaluated with thematic analysis.
 Results: Participants most commonly shared negative opinions about the effect of the pandemic. Medical educators commonly think that the inability to continue face-to-face clinical education (Terms 4-5) in undergraduate education due to the pandemic negatively affects the acquisition of clinical competencies and professional attitudes and values. During the pandemic process, the negative effects of insufficient number and variety of patients and interventional practices, especially in clinical specialties, are reported in postgraduate education. Clinical teaching activities (visit, bedside discussion, etc.) were applied considering the risk of infection. Medical educators' online teaching experiences have included difficulties in planning/adapting teaching, preparing materials, providing online student participation, teacher-student interaction, motivation, and conducting reliable and methodically rich exams. Developing and increasing the accessibility of educational materials for distance education were evaluated as positive developments. While medical educators see the adaptation process to distance education as a challenge in terms of using technology and rapidly adapting teaching during the pandemic process, they also perceive it as an important gain. The negative effects of the lack of face-to-face interaction with the student in the social and psychological context were widely shared.
 Conclusions: The distance education experiences of medical educators in the COVID-19 pandemic draw attention to the importance of improving the technological infrastructure of medical faculties and supporting educators (use of technology, distance education-assessment methods). In addition, arrangements (social networks, feedback, etc.) that support medical educators socially and motivationally are recommended. In the context of carrying on face-to-face education in pandemic conditions, it is important to provide and maintain safe clinical and learning environments for educators, learners and patients. It is recommended to carry out studies to ensure equal opportunity at the national level, and to increase cooperation and sharing (educational materials and infrastructure) among medical faculties.

Distance Education Experiences of Preschool Teachers during the COVID-19 Pandemic in Turkey

With the Covid-19 pandemic, it has been attempted to conduct distance education at all grades in the world. This study aims to examine the distance education processes of preschool teachers in Turkey. The instrumental case study was used in the research with ten female private kindergarten teachers selected using the snowball and convenience sampling method. Interviews were conducted with a semi-structured form on the Zoom platform. It was concluded that teachers experienced infrastructure and technical problems, increased workload in distance education, and had economic difficulties. During online education, teachers felt that they were monitored by parents and had privacy concerns. Teachers had problems in classroom management, experienced anxiety with increased screen time and could not adapt measurement and evaluation practices. The requirements for distance preschool education were divided into four categories: knowledge, interaction, physical space and material. The recommendations for limitations and future research are indicated in the study.